WRITING FOR BUSINESS MAJORS
Table of Contents Introduction/Overview……………………………………………………..1 Field Guide………………………………………………………………………..3
Writing a Resume……………………………………………………...3
Interview: Top Ten List……………………………………………….4
Advice for Business Majors…………………………………………5
Business Pre-‐requisite classes………………………………….…6
Interview: Upperclassman Business Student………………………7 Interview: Business Professor…………………………………………….9 Genre Investigation………………………………………………………….11 Proposal For Change…………………………………………………………24 Works Cited………………………………………………………………………31
As a student, you will find that the kind of writing you are expected to do will change
based on your major. As a business major you will find that you will rarely have to write a traditional paper. Therefore, it is very important to understand the kinds of genres that are involved in business writing. First of all, there are specific kinds of writing that you are required to do just to get into the business school. Some of these genres include: resumes, short essays, business proposals, case studies, marketing plans, etc. This portfolio is meant to give you a greater understanding of genre and how you will apply it as a business major.
The first major section of this portfolio is the field guide. The purpose of the field
guide is to offer a brief understanding of what you need to know about becoming a business major. Inside the field guide there is a brief description of about six research resources. This is meant to give you examples of where you can go to conduct research for your writing assignments. The next section of the field guide is a brief description of a resume and the kinds of things that need to go into a resume. One important part of your business school application is your resume and as a potential business major it is very important for you to know how to make a good resume. Also in the field guide there is a Top Tens List section on “Things to do at/for an Interview.” You will find out that interview become critical for not only getting into the business school but also for getting a job or position. The list is meant to help you know the kinds of things you need in order to have a successful interview. Another section of the field guide is a blurb with great advice that business majors (prospective and upperclassman) and professors, have told me throughout my research. This part of the field guide is meant to give you some few things that would make your process of becoming a business major a little bit easier. The final section of the field guide is a description of all the courses and requirements that are in the business school pre-‐requisite sequence. This section acts as a simple easy to read tool that you can use to navigate your progress in becoming a business major.
The second major section is the interviews. In the research phase of this project, I
conducted two interviews, one with an upperclassman international business major and one with a marketing professor. This section shows a summary for each interview and a transcript of the questions and answers given in the interviews.
After that there is the genre investigation section. The genre investigation is where
I discuss things like genre theory and the specific examples of genres that you should expect to encounter as a business student. In the genre investigation you will learn about genre and the different components that make something a genre. Also, you will learn to apply genre theory in order to successfully navigate through any genre that you will face
The next section is the proposal for change. The proposal is a letter that was
written for you and the administrators of the business school. It is making an argument for “Why There Should be Less Pre-‐requisite Classes to Get Into the Business School.” Also, the proposal shows you the kinds of actions that you, as a student, can take to have your voice heard by the business administrators in order to do something like changing the amount of pre-‐requisite classes it takes to get into the business school.
To conclude, there are certain guidelines that come with writing as a business
major and if you fail to understand these guidelines then you will have a hard time being successful in your business classes. This portfolio will help you to understand what is genre and to use your understanding to become a better writer.
FIELD GUIDE: what to know about becoming a Business Major Research Resources 1) The World Bank website: http://www.worldbank.org/ -A website which provides access to data from studies done in many different places and categories. -Uses: access to a variety of databases (local and international), provides statistical resources you can use in business writing. -Limitations: must be proficient with Microsoft Excel because all databases transfer over into Excel. Also, because of the data that is offered you have to know what kind of data you are looking for. 2) University of Denver Research Center -A section on the first floor of the library that offers help with research and finding resources. -Uses: There are librarians at the research center that specialize in business and economics reference. They will help you direct you to books and online resources. -Limitations: Not the best starting point because you need to have an idea of what kind of resources your are looking for in order to take full advantage of their services WHAT IS A RESUME & WHY IS IT IMPORATANT?
One important aspect of a student’s business school application is a resume. Resumes also serve many functions such as getting jobs, internships, or even mentorships. Your resume is how you present yourself on paper. You want to highlight all your strengths through you resume. This diagram shows the different sections that you need to have on a resume and some examples that you as a potential business major can include on your resume.
RESUME BUILDING: THINGS TO INCLUDE Contact Information
-‐Name, Address, Email, Number Objective
-‐Goals, what you are trying to get? Education: High School, College, Major, GPA Skills-‐ Ex: Microsoft Certifications
Work Experience -‐Jobs, Internships
-‐Clubs, positions, scholarships, awards, events, etc.
-‐Teachers, mentors, bosses, etc. (contact info.)
FIELD GUIDE: what to know about becoming an International Business Major? Research Resources 3) Yahoo Finance: http://finance.yahoo.com/ A website that provides information and news about stocks, the stock market, and business around the world. Uses: Great for finding out information about a company (stocks, financials, current profits, etc.) or about how the economy and the stock market are doing. Limitations: Need to have knowledge about stocks and how to read data on stocks. There is a lot of information so sometimes it is hard to pick out the important information. 4) Yahoo Finance: http://finance.yahoo.com/ A website that provides information and news about stocks, the stock market, and business around the world. Uses: Great for finding out information about a company (stocks, financials, current profits, etc.) or about how the economy and the stock market are doing. Limitations: Need to have knowledge about stocks and how to read data on stocks. There is a lot of information so sometimes it is hard to pick out the important information. Top Ten Things to do at/for an Interview 1) Be on time: 10-‐15 minutes is ideal. 2) Dress appropriately for the position: It is always better to be overdressed than underdressed 3) Come w ith resume: Don’t assume that they have it at hand 4) Research the company and the position :It is good to be prepared for any questions they might ask you 5) Ask questions at the end of the interview: It shows you are interested in the position 6) Make Eye contact: It is important to connect with the interviewer 7) Ask for business cards at the end: It is a good way to have a contact and a reference in the company 8) Firm handshake: Shows that you are confident 9) Send a thank you letter or email: Show that you appreciate the time they took to interview you 10) Find directions ahead of time: It is good to know the exact location of the interview
INTERVIEW: WHY THEY ARE IMPORTANT
Another important aspect of a your business school application and any job or position application is the interview. The interview can be seen as your first opportunity to make a good impression through some sort of personal interaction. The interview is very crucial in getting accepted into the business school and even getting a job. You should expect to do an interview for jobs, internships, or even certain positions and mentorships. This Top Ten List includes the things that are important for you to do at or for an interview. If you complete these things on the list, you have a very high chance of having a successful interview.
(Bitzer) FIELD FIELD GGUIDE: UIDE: wwhat hat to to kknow now aabout bout bbecoming ecoming an International International BBusiness usiness MMajor? ajor?
Research Resources 1) The World Bank website: http://www.worldbank.org/ 5) Forbes: http://www.forbes.com/ A website which provides access to data from studies done in many different places and categories. Website that contains articles on business news and financial information. Uses: access to a variety of databases (local and international), provides statistical resources you can use in Uses: Finding articles on business related subjects. Finding contemporary news about what is going on in business writing. the business world. Limitations: must be proficient with Microsoft Excel because all databases transfer over into Excel. Also, Limitations: Not all articles and information is academically acceptable. Possibility of being distracted by because of the data that is offered you have to know what kind of data you are looking for. useless articles such as “The Forbes Five: Hip-‐Hops Wealthiest Artists 2013” 2) University of Denver Research Center lace in the library that offers help with research and finding resources. A p Uses: In the terms of business writing there are librarians at the research center that specialize in business and economics reference. Limitations: Not the best starting point because you need to have an idea of what kind of resources your are looking for in order to take full advantage of their services. TOP TEN GREAT ADIVCE THINGS FOR TO ADNY O APT/FOR OTENTIAL AN IB NTERVIEW USINESS MAJORS INTERVIEW: A CRITICAL STEP IN ANY APPLICATION PROCESS 1) Be on time (10-‐15 minutes is ideal.) -‐Business Teachers don’t like “fluff,” keep your test answers short and sweet The next step after applying for the 2) Dress appropriately for the position (It is always -‐ I f y ou h ave a M ac c omputer, b uy p arallels, i t w ill m ake t hings a lot easier. If you do, have UTS install better to be overdressed than underdressed) business school, or a job, an your W indows S oftware f or y ou. internship, or any position, is the 3) Come with resume (Don’t assume that they have ALL the certifications before your first year. INTERVIEW. Interviews are your it a-‐Pt ass hand) opportunity to sell yourself through -‐ F or B usiness C alculus, j ust b y t he o nline v ersion, i t i s a l ot c heaper 4) Research the company and the position (It is good personal interaction. to be prepared for any questions they might ask you) -‐Research Case Studies, they will be very important once you are in higher-‐level business classes This Top Tens list gives you the most 5) Ask questions at the end of the interview (It shows -‐Your rofessor iis n at he great resource when doing research. important things that you should do you are ipnterested position) at or for any interview that you will Be patient, there i(s It nio eed to be to in caonnect hurry w to get into the business school. The secondary admission 6) -‐M ake Eye contact s inmportant ith have, from your business school office has a lot of benefits. the interviewer) interview to an actual job interview. classes cw ith apt eople you know, they will be very helpful it is time to study. This wdhen iagram shows the different 7) -‐ASchedule sk for business ards the end It is a good way to have a contact and a reference in sections that you need to have on a -‐Acttend the secondary admission meetings. They help you to navigate the process of getting into the the ompany resume and some examples that you business school. as a potential business major can 8) Firm handshake (Shows that you are confident) -‐ D on’t s ign u p f or c lasses b ecause o f t he t ime. H aving a g ood instructor ois include n myore our important resume. than having a time. 9) good Send calass thank you letter or email (Show that you appreciate the time they took to interview you) -‐Planning for classes as first year is always rough and you never get your first choice for your classes. So always ave backups. 10) Find dhirections ahead of time (It is good to know the exact location of the interview)
FIELD GUIDE: what to know about becoming an International Business Major? Research Resources 6) Daniels School of Business Student Resources: http://daniels.du.edu/current-‐students/ This website provides all the resources that are available for current business students. Uses: Finding information of business school professors, Daniel’s career services, and business student organizations. This is a great way to get connected with anyone in the business school. Limitations: page is hard to locate on the Daniels School of Business website. Not a great place to start any kind of assignment. You have to know what you’re looking for or whom you are trying to communicate with.
DANIELS SCHOOL OF BUSINESS PRE-‐REQESITE COURSES: CLASSES/CERTIFICATIONS YOU NEED TO TAKE TO GET IN
Business Information and Analytics INFO 1010: Analytics 1:Data & Analysis INFO 1020: Analytics 2: Business Stats & Analysis Economics: Micro and M acroeconomics ECON 1020 ECON 1030 Gateway to Business Bus 1000 Mathematics: Business Calculus or Calculus 1 MATH 1200 MATH 1951 Microsoft Certifications: Excel, Word, & PowerPoint YOU M UST RECEIVE AT LEAST A C-‐ IN EACH OF THESE CLASSES AND SCOE AT LEAST A 700 ON EACH MICROSOFT CERTIFICATION TEST!!!
Interview: Upperclassman Business Student Summary This is a transcript of an interview conducted with an upperclassman student that is an International Business Major in the Daniels School of Business. The objective of the interview was to find out how this student views writing through the kinds of assignments they receive, how these assignments prepare them for the professional field, etc. In the interview I learned about the genre of case studies and case analysis. The main thing that I took away form this interview in terms of research is that your professor is always a great research resource. And in most cases your professor is your audience so it is always beneficial to know what they expect to see in an assignment. The best advice that this student had was to “stay patient.” They said as a first year you should not be in a rush to get into the business school. Mawukle Yebuah (M) -‐ Interviewer Aminta Mejivar (A) – Interviewee
M-‐ What types of writing do you do most often for classes in your major? A-‐ In classes like in International Studies you are writing an essay or an analysis research or something like that. You are still going to have to structure your essay to say the introduction, and in the introduction you describe to the reader what you’re going to write about. And you structure it really well and you divide it into sections. M-‐ Who do you imagine as your audience when you do these types of analysis, and how would you characterize that audience and what they value? A-‐ It depends on what I’m writing, really when I think about the audience I think about someone who is interested in the subject but doesn’t know much about it. So it is very important to describe to them what it is all about, give them a quick background, not a huge summary. That is really what the Introduction is for, when you say the introduction you write your thesis and you write what you’re going to write about and you move on. M-‐ What advice about writing would you give freshman considering becoming business majors? What do you wish you’d known going in? A-‐ Research case analysis and case studies. As I said back in the beginning case studies are very different from regular essays, in their structure and in the level of content that they used. Some people think that case analyses are easier than regular essays because they tend to be shorter but they are not. There’s a very good reason why their shorter, and that’s that is very clear and crisp and to the point. So as a first year student I recommend that you go online and look for case studies, read them, and find out what kind of structure they have because you are going to find that very useful, especially once you get into those high level management classes
Interview: Upperclassman Business Student M-‐ What are the main resources you use when researching a case study? A-‐ The professor, the professor is the main resource that you can use and after that just Google. So when it comes to case analysis the professor because the professor is the one who knows what to expect. The writing center will tell you whether your writing is good or not. But when it comes to business writing and case studies and writing business reports, you have to be a good writer because everyone knows that you will lose credibility if you have a bunch of spelling mistakes or stuff like that in your essay. But when it comes to your content, your professor is the first line. M-‐ How much do you know about the types of writing you’ll be expected to do as a professional, and in what ways are the classes preparing you for these types of writing? A-‐ What I know especially in my profession is that I will be writing a lot of business reports, especially once I complete my research that I plan to do in Botswana. And the reports I expected them to be hybrids. Because I may be doing economic research, and economics, its business, but there is also a large proportion that is in the humanities so I expected that it is going to be a hybrid. M-‐ Do you think your business classes are preparing you to do your reports? A-‐Yea. And its not just my business classes, That is really the beauty of attending a liberal arts institution, is that you get to take classes outside your main area of study. So yes I get to learn how to write case study reports through the business school but then I have also written larger research reports for other classes. M-‐What overall advice would you give a student who is trying to get into the business school? A-‐ Just take advantage of the fact that DU offers the Secondary Admission process. I know that when you are a first year students you just really want to be officially in the business school. I know how that feels and you just have to be patient. And especially us business students we are not known for our patience. But there is a very good reason for it. In my opinion, and I believe a lot of the advisors here at the business school will agree with this, the secondary admission process is designed to help the students determine whether business is meant for them or not.
Interview: Business Professor This is a transcript of an interview conducted with a Daniel’s School of Business marketing professor. The objective of the interview was to find out how the professors views writing through the kinds of assignments they assign, their expectations in the kind of writing their students’ produce, etc. Through this essay I learned about the marketing plan genre and what king of components the professors expects in that genre. Also, I learned that sometimes professors do not see themselves as the audience. In the case of marketing plans the audience is the high-‐level management officer. Mawukle Yebuah (M) - Interviewer Professor Paul Pallab (P) – Interviewee M – What types of writing do you assign when you teach a class to business majors? P -‐Well actually there are quite a variety of those I do; the major part of course is the marketing plan. M -‐Because you are a marketing professor P -‐That’s exactly right so students have to do a marketing plan and usually that’s a good project. So three or four students will work on this plan. It is pretty hefty it is about 20 pages. Those are some big examples. So 20 pages and they are to research and since I teach mostly international marketing. The project is about taking an American product from this country and going to a foreign country of their choice. They are to figure out what would work best. Lets say they pick China, let’s say they want to introduce this pencil to Chine so they have to figure out if they want to do this what are the consideration they should have to write a marketing plan for this pencil. Should it be as big as the U.S. pencils or smaller, or narrower in diameter, or what kind of lead, and where people typically buy pencils, is it a supermarket, is it in grocery store or discount store, so they have to do a whole lot of market analysis. They have to look at the cultural issues for the Chinese people; they have to look at the political issues, legal issues. Is it legal to sell pencils? They have to look at all those different things to figure out whether if it makes sense and then they have to come up with a strategy on how to introduce this pencil to the Chinese population. So that’s the premise of the project. So now they have to write a 20page project on that. So that’s a major writing assignment they have in my classes. But beyond that they also have to do almost every week something like short assignments. Like in my class go on do some research and find out politically which country is the riskiest country for a U.S. business to enter or politically which country is the worst country for a U.S. business to enter today. So they have to a political analysis and come up with a page or two analyses to submit in class. So this is an example of a short example. M -‐And these are usually 1-‐2 pages? P -‐Yes those shorter ones are usually one to two pages because the way I do that the paper is sort of a platform, they have to do the research, they have to think about it, they have to analyze it, and then the actual learning takes place in class where they have to share what they found. Like what you found and why you think. If you say Zimbabwe is the worst country to enter, why? They have to give me some reasons and then go to the next student and that they should have some other ideas. And so we all discuss that in class so that the written assignment the two pages is essentially a tool to prepare the students for the class discussion.
Interview: Business Professor M -‐ What do you look for when you evaluate these kinds of writing? P -‐Two major components. One component of course is the substance. So what do you say, does it make sense, what kind of research do you have to back up. So if you say Zimbabwe well that’s great but why. Why did you get your information, what kind of information that you have. So that people can say that yea that makes sense Zimbabwe is a risky country to enter. So I look at the substance, look at the arguments, look at the evidences that you provide in your paper to make your case. So that is one card. And then beyond that of course I look at the grammatical issues, the spelling, and organization in your paper to make your case. Sometimes you will be surprise the way some students write, one page report no paragraph. Just one page paragraph. So it is very difficult to read those because then you don’t know how is it going, where is starts, because it starts with an idea and by the time you get to the end of the page it is completely different. So I always tell the class make short paragraphs and each paragraph should have a central idea or theme and then connect it the next paragraph and the next paragraph. Use headings, subheadings so that it is for the reader to follow what you are trying to say. M -‐ Who should your students imagine as their audience when they write a paper for you class? P -‐Well it depends on the assignment like when they do this big marketing plan, the final report. Usually the audience is the top management of a company, people who decide. The CEO of the pencil company, and I’m thinking about three different countries. I can go to China, I can go to India, I can go to Brazil. Which country should I pick? So that would be the audience, the people at the top, the C-‐level people, who will make a decision about international expansion because this class is all about international expansion and international marketing. M -‐From these kinds of writing assignments what do you hope your students will take form the assignments? P -‐Well two things again. Substantially they should learn how to make a case, how to make your arguments. How to present a case to your boss and then not just say you want to go to China. Well that sounds great but why? Give me five reasons. So they should learn how to make a case, provide evidence, and justify a case that they’re making. And beyond that they should learn how to do research. These days with the amount of the information on the Internet and all they have to do is just start with Google and there’s so much information. Those days are gone when you have to go to the library, look at book and journals. People don’t do that they just look on the Internet. So people have to look through all the information, there’s so much information, and of course you cannot take everything so you have to pick which information is most relevant for you project, figure them through and present the most interesting facts and the most relevant facts in your paper.
Genre Investigation: Introduction If someone were to ask you what is a genre and why are genres important, what would you say? For many of us we are unable to answer this question because we think of genre as categories in different forms of media. In an article called “Navigating Genres” by Kerry Dirk, the author tells this joke: “Q: What do you get when you rewind a country song?” “A: You get your wife back, your job back, and your dog back...” (Dirk) See for many people this joke did not even make sense. The author examines that “in order for to get the joke you must be familiar the country music genre” (Dirk). Genres are more than just categories; they have certain characteristics that make them very specific in how they are used. Genres require an audience to have background information and knowledge about how that genre works. If we were talking about movie genres, many people would simply name the genres as: action, adventure, comedy, romantic, horror, and etc. However, if you look deeper into the genre of horror movies you will see that there are different kinds of sub-genres inside the subject of horror films and that throughout history horror films have changed in the way that they attempt to scare their audience. This can be seen in the change from the serial killer genre with movies like “The Texas Chainsaw Massacre,” to the genre of zombie movies like “Zombieland,” to the supernatural genre in movies like “Paranormal Activity.” In general, the important thing about understanding genres is that you need to have the knowledge of genre as a whole and the things that constitute a genre. This allows you to be able identify different genres and use your knowledge of how genres work to be able to mange the different situations that come up with experiencing different genres. Then maybe with a greater knowledge of genre if someone tells you another joke about country music you might even get why the joke is funny. Overall, this investigation will explain the theory of genre, discuss the different sections of genres that you, as a business student, should expect to see, and provide specific examples of these genres in order to understand what characteristics make up that genre. The purpose of the examination and analysis of genre theory and these different sections of genres is to prepare a student for the genres they will be facing in the business school and to prepare them for how to successfully navigate and produce writing in these genres.
Genre Investigation: Genre Theory & Application In order to understand genre and how we apply genre and how we apply our knowledge of genre, we have to discuses the components of genre theory. Throughout this investigation there are certain terms that will be used in the discussion of genre theory. These terms include: • Social Action: An idea brought forth by Carolyn R. Miller in the article “Genre as a Social Action.” She explains that every genre has a separate purpose that it is trying to fulfill. • Rhetoric: It is how people communicate; this can include languages, speeches, writing, and etc. • Exigence: The motivation to solve a problem. You can view the exigence of this investigation as breaking down genre theory so you as a student better understand how you will interact with genre. • Discourse: the type of language that one will use to appeal to their audience. The discourse you use with your professor is very different then the discourse you use with your fiend. In terms of writing, if you look at the discourse in the investigation you will find it to be less formal than your regular academic paper, but it is still written to the point that college students are able to understand and still see that it was written in an academic context. • Constraints: Guidelines that are established for a genre. This can include the format, length, or even the way it is presented. Constraints can be seen as what your audience expects. As an example, a very formal professor will expect every paper to be 5 pages, double-spaced, Times New Roman, size 12 font. • Antecedent: Any form of background or prior work that has an influence in the way a certain genre is viewed or written. • Kairos: The appeal of time or simply the timeliness of an argument. Kairos becomes very important because if taken advantage of, it can have a big impact on your audience. • Uptake: This is the last step into how the audience in the rhetorical situation understands the information. Uptake can be seen as the final way your writing is presented. • Rhetorical Situation: The context that surrounds the scenario of a genre. Rhetorical situation requires one to know what the appropriate responses would be for that certain situation. You can simply explain rhetorical situation as the setting that the genre occurs. • Context: The moment that an argument is taking place in. It is very important to know the context when it comes to genre theory because it helps you understand things like rhetorical situation.
Genre Investigation: Genre Theory & Application To understand genre theory we use the terms above to show that genre is a form of writing and each genre has a unique structure and purpose. This is what we mean by saying genre’s fulfill some sort of social action. Each genre has a goal that it is trying to achieve. Additionally, in Carolyn Miller’s piece “Genre as a Social Action,” she brings up the idea of an existing hierarchy that is present in all genres. Every genre has rules that have to be followed. Therefore the rules are seen as a high level on the hierarchy scale because they have to be followed in order for a piece to fit that genre. The rules are the constraints of that genre; they are what the audience expects and what you use to help you communicate your message to the audience. Another part of genre theory is the idea of rhetorical situation discussed by Lloyd F. Bitzer. In his article “The Rhetorical Situation,” Bitzer describes “the rhetorical situation as the context in which speakers or writers create rhetorical discourse.” A simple interpretation of Bitzer is that rhetorical situation is created by the background information that one will use to communicate with the audience. Some of the things that come from understanding rhetorical situation is the idea of rhetoric and antecedents. Also, by examining rhetorical situation you can see the importance of Kairos. The timing of an argument or the way the genre is presented has a very important effect on the audience and how effective they are in understanding the rhetorical situation and even the appropriate response for that situation.
Genre Investigation: Genre Theory & Application The next part of genre theory is how you present or convey a genre to the audience. Anne Freadman, the author of “Anyone For Tennis,” illustrates uptake as the strategy that a person decides to take. So with this idea of uptake, your strategy has to be analyzing the most effective way to get your audience to understand the genre. Overall, with genre theory, one has to understand that there is a hierarchy, which is based on rules that need to be followed in writing a certain genre. There has to be an idea of rhetorical situation so you know how to be effective in the setting of a genre. Finally, there has to be an understanding of audience so your writing reflects a product that will allow the audience to understand the components of a genre. To conclude, the discussion of genre theory and application was meant to provide an overview of genre theory and to offer a simple understanding of why it is important to know the different kinds of genre you will be facing. The thing that you should take away from this section is that once you understand a genre and the components of that genre you are more likely to be successful in the writing that you produce within that genre.
Genre Investigation: Classroom Genre Genre Types Within the Business School The rest of this investigation will look into specific examples of genres that a student will encounter. The first situation is the genres that a student should expect to see in the situation of a classroom. The next section is based on student-produced genres. This is mainly the kind of writing you, the student, will perform in business classes. The final section is the professional genres that a professor or a person in the professional field of business will write. While this section is not directly based on the student, it is meant to show the genres that one should expect often after they graduated.
Name: Syllabi A syllabus can be viewed as multiple things for a class. It can act as an agenda, a calendar, and
GREAT ADIVCE FOR ANY POTENTIAL BUSINESS even a checklist for all the assignment due dates. Every college professor you will create some MAJORS
version of a syllabus that they will hand out to the class. The rhetorical situation of the syllabi is the first day of class because many professors will spend the first day of class going over the syllabus. This is because the social action of the syllabus is to produce one piece of formal writing that establishes the guidelines and expectations for the audience of the class, which in this case is the student. The syllabus is what a professor will use to indirectly communicate with the students to make sure that everyone in the class is on the same page. Therefore they use the first day because that is first instance of communication a professor will have with their class. While the format for the syllabus might depend on your major or even your professor, the business school syllabi have the same format. Below is an image of one of the main things that occur in every instance of a business school syllabus. No matter what major you are the in the business school you will see this image on the first page of every syllabus.
Genre Investigation: Classroom Genre This image outlines the ethics of the Daniels School of Business because if you have not already learned, the Daniels School of Business is very concentrated on making sure that everyone knows and understands its views on ethics.
GREAT ADIVCE FOR ANY POTENTIAL BUSINESS MAJORS
However, the only break that you will see with this genre is the way that the professor organizes the assignments. Some professors will organize the work by week and some will do it by chapters or modules. It all depends on how the professor plans to grade the work in the class. And since the professor is the person who creates the syllabus for their class they are the ones who hold the power because they get to decide how the information in the syllabus will be present to their audience. The expectation that a professor has for a student is that they will use the class syllabus to gain all the information they need in terms of what will occur during the duration of the quarter. The class syllabus is a very appropriate and efficient genre. It gives a schedule of the course material and assignments so as a student the syllabus will keep you up to speed with what is going on in the class. It is very short to the extent that no business professor will make a syllabus that is more than 10 pages. And the syllabus is very easy to obtain because professors will always have electronic versions of the syllabus on either Blackboard or on their personal website.
Genre Investigation: Student-‐Produced Genres Name: Short Essay Assignment (1-2 pages) One of the many assignments that students will have to produce in a business class is the short essay. Now short essays are very different for business classes. In a short essay will you either have to provide some short and to the point analysis on a subject, a brief but well thought out argument on an issue, or a summary of an event or situation. The rhetorical situation of this genre takes place both in and out of class. The student will have to complete the assignment outside of the classroom. Most short essays are due the next week class period that they are assigned. So for the average business class, you will have seven days to finish a short essay. The second aspect of the rhetorical situation of this genre is in class because there is usually a follow up discussion on the assignment. All the majors in the business school require students to complete this kind of assignment. The difference is that the topics may change depending on the major. Marketing majors may have to look at a marketing strategy of a certain company for a product they just released and then they will have to argue whether the marketing strategy was a success or a failure. While International Business majors may have to look at a new international policy and then analyze how it will affect how business is conducted in different countries. The social action of a short essay is to have the audience read an article and produce a piece of writing that shows what they have learned. The expectation is that the audience is able to think critically about the subject and produce a wellwritten piece of work. The reason why every class has a short essay assignment is because writing in the business school is very direct and to the point. When you are writing in business class professors do not like “fluff,” which is just a word for words or sentences that take up space. They want you to make your point right away, and many professors will agree that the short essay allows students to practice their skills in this kind of writing.
Genre Investigation: Student Produced Genres The main thing that occurs in every instance of this genre is the heading. But this is also where we see a break in the genre. Every professor has a specific way that they want a heading and the format of the paper to look like. Some professors may even take off points for having the wrong format. Below are a few examples of sample headings that Professors will want students to put on their short essay assignments.
-‐Name -‐Professor’s Name -‐Class -‐Date
-‐Name -‐Class -‐Assignment -‐Title -‐Date
-‐Name -‐Class -‐Date
In looking at his genre, it may seem that the professor has the power because they are the one grading the writing, but it can also be seen that they student has the power because they have full control over what they discuss in the paper. But as a business student you should view the professor as having the power because they are your target audience when you are writing short essays. Overall, you can see that the genre of the short essay is very efficient. The writing you will produce in this genre is very short, direct, and to the point. Professors gave you a limited amount of space to keep you from writing any “fluff,” so as a business student make sure that you always get right to the point.
Genre Investigation: Professional Genres Name: Academic Articles/ Publications Academic Articles are writings that are mainly only viewed in the academic sphere. This is mostly because the genre of academic articles consists of writing that is done by your professors. Many students will agree that they have not searched for published academic articles or that they do not even know where to look to find these articles. While as a business student, you can always go the library’s database to find academic articles; you can also go online to Google Scholar to find academic articles. Therefore, the rhetorical situation is based in an academic context. GREAT ADIVCE FOR ANY POTENTIAL BUSINESS MAJORS
Many of the professors imagine that their audience for their publications is other academics in higher education institutions. The social action of this genre is meant to add some new information or bring up new topics to the field that the professor specializes in. In every instance of this genre there is a process of peer-reviews and revisions. This process can be a couple months long or it can even take up to a year. Not only do professors get their articles reviewed by their peers, many professors even act as peer reviewers. So it is very understandable why the peer review process takes so much time. However, it is expected that professors become publish and continue to produce writing for their field. Essentially, this is how they can insure that they will be able to keep their jobs. So with this genre we get an idea into the dual segments of writing that is conducted by professors. Professors not only work with the writing that they assign and grade for their classes, they also work on the writing that they themselves produce and try to get published.
Genre Investigation: Professional Genre One possible antecedent for this genre is other writing that has been done on a similar topic in the past. Professors don’t always have to bring up new topics to the field, they can argue or elaborate on some already existing ideas. Part of the writing process for academic articles is the research that a professor will conduct before they actually begin their writing. Many professors will say that the research that they do for their articles takes up most of the time in the process of getting published. Throughout this process, it is the publishers who hold the power because they take part in the peer review and they decided what gets to become published. Publishers can always tell professors to revise the article and produce another draft or sometimes they can even tell professors to completely start the draft on a different topic. Overall, this genre is very appropriate because it requires professors to continue to research and lean more about their fields. As a student you can see that no matter where you are at in your understanding of a subject or in your process of writing it is always important to continue to conduct more research and get peer reviews. This is truly the best way to improve your writing and your understanding of a topic.
Genre Investigation: Conclusion In conclusion, as a business major you will have to encounter many new genres that don’t appear in other majors. In order to be successful in navigating these genres it is important to understand what makes a genre and the different components of genres. You will need to have a strong grasp on genre and the application of genre theory so that with every new genre you can identify the rules, the rhetorical situation, and how the audience will affect your writing. This will allow you enhance the quality of the writing you produce for your classes. The most important writing you will encounter in the business program is the writing based on student produced genres. This is because most of the writing that you will produce as a business major is meant to prepare you for the writing you will be expected to produce as a professional. Finally, remember that when writing in any genre in the business fields follow the advice of being efficient in your writing and get to the point and always use subheadings when you can.
Genre Investigation: Proposal For Change Why There Should be Less Pre-requisite Classes to Get Into the Business School
Dear Daniels School of Business Administrators and future Business Students,
Currently, I am in the last quarter of my first year at the University of Denver. As a
prospective business school student, I am at the point in my academic career where I have almost completed the required courses to get in to the Daniels School of Business. Through my experience as a student navigating the required Business sequence, I have come to believe that there are some issues with the amount of classes a student needs in order to become a business major. The number of pre-‐requisite classes required to get in to the business school needs to be reduced because it is keeping business majors from becoming critical thinkers.
In consideration of my proposal I wanted you to know that I understand that the
Daniels School of Business is a highly recognized, praised, and accredited institution. Because of this, it does make sense to me why the business school has a secondary admission process. I also understand that you as administrators do not want to loose the competitive environment of Daniels by making it easer to enter the school of business.
Genre Investigation: Proposal For Change However, reducing the amount of pre-‐requisite courses will not reduce the competitive environment of the school or even cause the school to lose its high reputation. In fact, reducing the required classes to get into the business school will actually improve the atmosphere of the business school. Many business students will agree that by reducing the amount of pre-‐requisite courses, you are giving them a chance to take a greater variety of classes during their first year, which will result in the improvement of the critical thinking abilities of the students that enter the business GREAT ADIVCE NY POTENTIAL BUSINESS school. In FaOR n iAnterview I conducted with Aminta Mejivar, an upperclassman MAJORS
International Business major, she says “the beauty of attending a liberal arts institution, is that you get to take classes outside your main area of study.” This shows that there is a demand from business students to take a variety of classes. As administrators, by reducing the number of classes in the business pre-‐requisite sequence, you are allowing students to have the opportunity to gain background knowledge in other subjects and in different fields. Overall, this ability of students to become critical thinkers will transfer into their business classes because they will be able to ask questions that will not only challenge their teachers but also challenge their peers. As a result, the environment of the Daniels School of Business will develop new ways to thinking and solving issues in the business world.
Genre Investigation: Proposal For Change Opposing Views
One opposition that you as administrators might have for this proposal is that the
business sequence offers a variety of classes so students who enter the business school are still going to be well rounded critical thinkers. However, when you look at the classes in the business sequence, many of them are in the business field. So students are well rounded in the fact that they know different components of the business field, but they are not well rounded in the fact that they have not had experience asking and solving questions in other GREAT ADIVCE ANY OTENTIAL BUSINESS fields and FtOR opics. MPany professors will agree to the claim that their aim is not only to get MAJORS
students to learn the material but also to get students to think critically about what their learning. Therefore, the best way to develop well rounded critical thinking students is to give them practice asking questions and critically thinking about the solutions in many different subjects and fields.
Another opposing view is that the business sequence is meant to be rigorous because
you, as administrators, want to weave out the students who do not actually want to study business. While it makes sense for the school to weave out the students who are not passionate about business, it does not take a multitude of classes to make a student realize that business is not an ideal major for them. It is predicted that on average a student will switch their major as least twice before their graduation. And personally, as a student, I have seen a few students decide not to become business majors after taking two classes in the business pre-‐requisite sequence.
Genre Investigation: Proposal For Change
In addition, the classes in the business sequence are basic and they do not pertain to
the variety of business majors that students plan to declare. Also, some of theses classes aren’t the most interesting classes, especially for someone who is trying to see if they are truly passionate about business. In fact, for many of the students who drop out of the business sequence it was not that the classes were too rigorous; it was more that they no longer had any interest in studying business. Therefore, with such a specific business pre-‐ requisite sequence, the Daniels School of Business runs a risk of weaving out students who GREAT ADIVCE FOR ANY POTENTIAL BUSINESS MAJORS have a passion for business but no longer have an interest to study business.
The next opposition that you, an administrator would have for this proposal is that
the business sequence does not consist of that many classes and it still allows students to take other courses. While this may be statistically true in terms of credits, many students are involved in other programs like Living & Learning Communities, or even scholarships that come with mandatory classes. So for many of these students the only other non-‐ mandatory courses that they can take are for the business sequence. Some students will even make the choice of becoming less involved on campus just so they can focus on their business pre-‐requisite classes. Now one thing that the Daniels School of Business likes to see is students who are involved in campus programs, so does it make sense for a student to become less involved just so they can get into the business school?
Genre Investigation: Proposal For Change Words For the Students: How to Take Action
As a student who is paying tuition to attend this university, you have to realize that
you have the power to make changes in your education system. It is up to you to make sure that the business administrators know how you feel about the business pre-‐requisite sequence. One of the things that you can do is set up meetings with the administrators or even the chancellor. The first step to creating a change is communicating with the people who make the decisions. In these meetings it is important to tell them what you want to
GREAT ADIVCE FOR ANY POTENTIAL BUSINESS MAJORS
change and why you want it to change. Another thing you, as a student, can do is to honestly fill out your course evaluations and business school assessments. It is up to you to let teachers know the kinds of things you want to learn in their classes and to let administrators know which classes you feel are and are not benefiting your education. It is really important to make sure that your voice is being heard by giving feedback in any opportunity that you get.
Genre Investigation: Proposal For Change Conclusion
In conclusion, as a prospective student of the Daniels School of Business, I propose
that that the number of pre-requisite classes required to get in to the business school needs to be reduced. There is a great opportunity for business students to take advantage of a highly sought out liberal arts education by taking classes in different fields. This opportunity, in return, will benefit the business school because its students will have developed their critical thinking skills and they will be able to use their abilities to enhance the environment of the GREAT ADIVCE FOR ANY POTENTIAL BUSINESS MAJORS school. But in order to improve the environment of the Daniels School of Business, there
will have to be collective action by the students to make sure that their voices are heard and there will have to be objective consideration from the administrators about the student’s feedback and what will be best for the business school. Thank you all so much for your time and effort.
In best hopes, Mawukle Yebuah
Works Cited Bitzer, Lloyd F. "The Rhetorical Situation." Pennsylvania State University Press, 1966. 1-‐14. Dirk, Kerry. "Navigating Genres." Writing Spaces: Readings on Writing, Volume 1 (2010): 249-‐262. Freadman, Anne. "Anyone For Tennis?" Genre In The New Rheotric. Taylor & Francis, 205. 37-‐47. Mejivar, Aminta. Writing As An Upperclassman Business Major Mawukle Yebuah. 2013. Miller, Carolyn. "Genre as a Social Action." Quarterly Journal of Speech (1984): 151-‐167. Pallab, Paul. Writing As A Business Professor Mawukle Yebuah. 2013. Picture, Activities/Honors. April 2013 <http://newneighbors.org/wp-‐content/blogs.dir/1/files/misc-‐ GREAT ADIVCE FOR ANY POTENTIAL BUSINESS images/activities-‐puzzle.gif>. MAJORS Picture, Contact Information. Clay Library. April 2013 <http://www.claylibrary.com/wp-‐ content/uploads/2011/07/Contact-‐us-‐all1.jpg>. Picture, Daniels College of Business. April 2013 <http://daniels.du.edu/>. Picture, Education. April 2013 <http://blog.latterdaylearning.org/wp-‐ content/uploads/2013/04/importance_of_education_1.jpg>. Picture, Google Scholar. "UBC Library eResources: Service Bulletins." WordPress. 27 May 2013 <http://blogs.ubc.ca/eresourcestatus/google-‐scholar/>. Picture, Objective. April 2013 <http://ukedchat.com/wp-‐content/uploads/2013/05/Learning-‐ Objectives.gif>. Picture, Refrences. April 2013. Picture, Skills. April 2013 <http://ieng9.ucsd.edu/~tnarayan/tech_skills_picture.jpg>. Picture, Work Experience. April 2013 <http://www.paigntoncommunitycollege.com/careers/files/2010/10/questions-‐and-‐answers.jpg>. Picture, World Map Cover Page. May 2013 <http://www.psdgraphics.com/wp-‐